DOCUMENT RESUME

ED 372 888 RC 019 701

AUTHOR Cox, Barbara, Ed.

TITLE Learning Communities in Teacher Education Programs:Four Success Stories.

INSTITUTION Tomas Rivera Center, Claremont, CA.

PUB DATE 93

NOTE 33p.; Photographs will not reproduce clearly.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS College Students; Demonstration Programs;*Educational Strategies; Elementary SecondaryEducation; Higher Education; Hispanic Americans;Mexican American Education; *Minority Group Teachers;*Program Descriptions; *Student Recruitment; *TeacherEducation Programs; Universities

IDENTIFIERS *Latinos; *Learning Comanities; Student SupportServices

ABSTRACTThis report describes a program implemented by the

Tomas Rivera Center (Claremont, California) to increase the number ofwell-prepared Latino teachers. Based on the concept of learningcommunities, the program aims to reduce the isolation experienced byminority students, offer support services that help nontraditionalstudents satisfy academic requirements, encourage professionaldevelopment by linking students with minority teachers, and encourageyoung Latinos to consider teaching as a profession. In 1991, fouruniversity schools of education were chosen as demonstration researchsites that would develop variations of a learning community modelwithin 2 years. Sites included California State University (SanBernardin(), San Diego State University, Southwest Texas StateUniversity (San Marcos), and University of Texas at El Paso. All fourenrolled substantial numbers of Latino students. Programs aredescribed in terms of goals, target population, key componentsincluding most successful program components, number of participatingstudents, and areas for future development. In addition, eachuniversity is described in terms of location, faculty, number ofstudents, and focus of teacher education programs. Participantsindicated that the programs relieved their sense of isolation andhelped them to complete class requirements, increase their level ofresponsibility, and improve their study skills. (LP)

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LEARNING COMMUNITIES

IN TEACHER EDUCATION PROGRAMS

Four Success Stories

"PERMISSION Tr) REPRODUCE THISMATERIAL HAS BEEN GRANTED Bsi

enot_ 1)42152e....(

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U S. DEPARTMENT Of EDUCATIONOnce ol Educalishol Research end Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

c2' This document haS Dein reprOduCe0 ISreCeined from P. Dorsch or 0,911inizetionOriginating it

0 M.nor changes have Deem made 10 improvereproduCtion quality

POIt$ 01 view Of 01.51fINOCII 511.0 in the d0Csrmarl 00 001 necessarily represent officialOE RI OSitittOrt or policy

THE TOMAS RIVERA CENTER

2BEST COPY AVAILABLE

The Trustees of The roma., kwera grawyully acknowledge

the support ()Oh(' Exxon Educatunt Foundation. since 1988. Ihe

foundanon bc.. provided grants to the Center to design better

fralddlg prograMS for 1(111110 ledChers and to

improve the prepamtion all teachers of Latino students.

LEARNING CONIMUNITIES

IN TEACHER EDUCATION PROGRANIS

Four Success Stories

THE TOMAS RIVERA CENTERNaliwurl IeJOr Policy Studies

4

PROJECT DIRECTORS:

Raymond E. Castro

Yolanda Rodriguez Ingle

EDITOR:

Barbara Cox

DATA COLLECTION:

Maura Harrington

DESIGN:

Long & Asso iates

RESEARCH ASSISTANT:

Rachel Gaxiola

All rights reserved. No part of this

publication may be reproduced or

transmitted in any formly, any

means, electronic or mechanical,

without permission in writing from

The Tomas Rivera Center. To obtain

more information or to request addi-

tional copies of this publication,

write the TRC at the address below

or call (909) 625-6607.

© 1993 by The Tomás Rivera Center

710 North College Avenue

Claremont, California 91711

ACKNOWLEDGEMENTS

Without the commitment and energies of the administrators and project

directors of California State University, San Bernardino; San Diego State

University; Southwest Texas State University; and The University of

Texas at El Paso, the work reported in this document would never have

been possible. These leaders supported establishing a learning communi-

ty model in their schools of education and worked toward successrul

implementation throughout the two years of the project. In particular,

Leslie Hu ling-Austin, Margarita Calderan, Francisco Hidalgo, and Richard

Pacheco, deserve recognition for their extraordinary contributions.

The two Texas sites received continual support and supplementary funds.

We wish to thank the Texas Education Agency, in particular,

Commissioner "Skip" Mono and Evangelina Ga Iván, State Director of

Programs as well as the State Board of Education.

Representatives of all nine member institutions of the TRC Southwest

Teacher Development Networkthe four project sites as well as New

Mexico State University; University of Southern California; New Mexico

Highlands University; California State University-Chico; and University of

Texas Pan American at Edinburgprovided information, critical sugges-

tions, and collegial support all along the way. These individuals,

Rosalinda Barrera, Rodolfo Chavez Chavez, Esteban Diaz, Michael

Genzuk, Guilbert Hentschke, Juan Juarez, Esther Larocca, Gracie la

Mendiola, Alicia Mensor, Ricardo Perez, and Charles Zartman, Jr.,

believed in the learning community model from the beginning and pro-

vided perceptive recommendations throughout the stages of implementa-

tion. For their contributions, we ars sincerely grateful.

Professor Rodolfo 0. de la Garza, TRC vice president and professor of

government at the University of Texas at Austin, who reviewed our work

and the drafts of this evaluation, was instrumental in clarifying our ideas

and helping us assure accuracy in our presentation.

Foreword iv

Introduction

A Learning Community Concept

The TRC Learning Community Model 3

Characteristics of the Four Projects

California State Vniversitv. San Bernardino

San Diego State University 10

Southwest Texas State University

Universit of Texas at El Paso 18

Conclusions and Recommendations

Trustees of The Tomas Rivera Center ).1

Within the next tew decades. more than one fourth of all the nation's school chik;ren will be Latino.

Policymakers are only beginning to realize the importance of properly educating Latino children: begin-

ning to understand the potential disastrous consequences of a significant segment of tomorrow's work

force that might he ill-educated and underprepared: beginning to develop an awareness of the potential

richness of an educated. productive Latino population as a fully participating segment of U.S. society.

Since its incelAion in 1985. The Tomas Rivera Center has worked to improve policies and practices that

affect the education of Latino chikiren. The TRC has addressed Fteracy and classroom language. ethnic

bias in curricula and learning materials. ways to mcrease the dialogue between school and community,

and ways to inform Latino administrators and school hoard members about key issues. The great need

for well-prepared Latino teachers has been among the foremost of the Center's concerns; we have,

therefore. concentrated TRC energies and expertise on documenting that need and finding ways to

change that reality.

For the past two years. with generous support from the Exxon Education Foundation, the TRC has

worked with schools of education in four major universities to find ways to recruit more Latinos to the

teaching profession and to assure that more Latino-students fulfill the requirements necessary for enter-

ing the teaching work force. Some of the truits of that work are reported in this document.

By no means does the end of this project signal a close of the IRC's work in Latino teacher education.

To the contrary. fot the TRC, this.report and the results of this work are but a glimpse of future efforts

to increase the numbers of well-prepared Latino teachers. Plans now include addressing policies that

will enable educators to draw from alternative pools of teacher candidates such as paraprofessionals.

policies that will help disseminate successful teacher education practices. policies that will help

suppork Latino teacher education candidates and help increase their abilities to contribute to their com-

munities well-being. Latino children mustand willsee more Latino teachers in their classrooms in

the near rather than the distant future.

Harry P. Pachon. Ph.D.President

he nation s need for minority teachers. particularly Latino teachers, is especially critical in

light ot recent evidence regarding effects of Latino teachers on key educational factors. We

now know from empirical evidence that when school districts include significant numbers

of Latino teachers on their faculties. Latino children are misdiagnosed as educationally

handicapned less often and are identified as gifted students more often: drop-out rates fall and the aca-

demic performance of Latino children, as assessed by standardized tests, is better (Clark. 1993). Nearly

half of the nation's 22.4 million Latinos live in California and Texas. More than a third of the students in

these states are Latino; fewer than 10 percent of California teachers and fewer than 15 percent of Texas

teachers are Latino. To achieve parity, that is. to have minorities represented in the teaching force at

proportions similar to those in which they are represented as students, at least 500.000 of the estimated

1.5 million teachers hired throughout the nited States lw the mid-1990s would have to he minority. A;.:

it stands, however, all students will see fewer, not more, minority teachers in the near future. Most Latino

students will continue to lack positive Latino role models in their schools, and few non-Latino students

will interact with or observe Latinos in the role of professional, visible, positively influential adults..

The Tomas Rivera Center (TRC) is seeking to change this circumstance by working with colleges and

universities to increase the number of well-prepared Latino teachers in the nation's classrooms.

Teacher preparation programs must help assure that Latino students overcome barriers related to poor

academic preparation, stereotyping ( in particular. low expectations), social isolation, an inhospitable

environment, and limited financial resources.

To increase the number of Latino teachers, training programs must also begin to recruit students with a

strong interest in teaching who may not meet conventional requirements. In 1988, the TRC identified

46 colleges and universities in the Southwest that had a high number or substantial proportion of

Latinos in their teacher training programs or had programs intended to improve the access of Latinos

to the teaching profession. A detailed survey of these institutions helped identify the barriers that keep

so many Latinos from entering or, once enrolled, from completing teacF.er education programs.

Also identified were practices that hold promise for increasing the number of well-trained Latino

teachers. The teacher preparation programs surveyed had all enjoyed some measure of success with

recruitment, retention, assessment, and placementbut no program had integrated a wide range of

effective practices.

One approach that has been successful in retaining nUnority students, as demonstrated specifically in

minority engineering programs. is the learning community. Learning community programs integrate

comprehensive student advising, basic skills development, and supportive environments that enable

students to maximize their performance. In 1991. four universities' schools of education were chosen

as demonstration research sites I'm their own specific, planned variations of a learning community

model developed by the TRC. The four universities were California State Universit, San Bernardino

(CSUSB), San Diego State University (SDSU1, Southwest Texas State University (SWT), and the

University of Texas at El Paso (UTEP). All four enrolled significant numbers of Latino students. were

committed to satisfying the needs of Latino students, had a cadre of Latino faculty, and were assured of

support by their administrations. All four agreed to implement a TRC interactional learning community

program integrating a cluster of related practices.

A Learning Community Concept

The early basis for this project was tla, Minority Engineering Program (MEP) first implemented at

California State University, Northridge. These programs recruit and train minority engineering students

throughout the country to improve the academic performance and graduation rates by: (a) building a

supportive academic environment and (h) promoting a high level of collaborative learning. They work

toward creating the conditions necessary for students to develop academic relationships and by imple-

menting structured study groups. Both effors. in the long run, significantly improve academic perfor-

mance and graduation rates. The most successful programs apply both approachesacademic support

and collaborative learningsimultaneously.

The TRC learning community model included both the successful components of the MEP architecture

and added two factors that research has underscored as critical. To developing a sense of community,

of participation, and of mutual support by peers. and academic support from mentoring, tutorials, and

workshops, the TRC model added an early recruitment component and a professional development

perspective. For the former, recruitment programs were planned for high school levels; for the latter.

teacher education students were linked with practicing teachers and working classrooms to increase a

senSe of professionalism and career awareness.

'Hie 'FRC learning comnlunity

t rcates a ,ense ot community that reduces the sdllsd (If experienced by many

11 linol'itS" student5

offers academic support that helps nontraditional students satisfy academic requirements and

complete their MIrse work

encourages professional development by linking students with minority teachers in both the

university and the field

works to encourage yoang Latinos to ,,'onsider teaching as a profession and attract them to

college programs that provide adequate preparation.

The Tilt Learning Community Model Projects

The TRC, with funding from the Exxon Education Foundation, enabled the tour demonstration sites to

adapt aspects of the model to fit their particular situation. Education prognmis often serve students

who enter the university at different stages in their education and study in various departments. All

four institutions recognized the need to recruit and retain more Latinos and to produce better-prepared

teachers. This two-year project worked to accomplish the following: ( 1) identify the goals and target

group(s) they most wanted to attract and support; (2) realistically evaluate the available resources and

commitment of faculty and administration to an integrated, campus-wide approach; (3) design and

operate a learning community in their teacher education program.

This exploratory project gave each university the widest latitude possible for designing and implement-

ing a learning community. Each had a different goal. different target group. and different degree of

institutional support (see pages 4 and 5). The project's ultimate impact on recruitment and retention

both in the university and in the classroomand on the preparedness of teachers remains for long-

term assessnlent.

The following sections describe the approach taken and observations from each of the demonstration

sites relative to their fundamental goals: To increase the awareness of faculty and administration of the

needs of Latino students and to demonstrate that a learning community offers a successful vehicle for

meeting those needs.

I 0

CALIFORNIA STATE UNIVERSITY, SAN DER4ARDINO

Goals Identify and support prospective teachers: attract students to the teachereducation program; and help them overcome social and academic obstaclesto staving in school

Students belonging to an underrepresented ethnic group fitting into one ofthe following groups and intending to pursue a teaching credential:

First-time incoming freshmenTransfers from a community college or another universityContinuing students at CSUS13

Key Components Peer mentoringl 'se ot the Learning Community Center for meetings and sharing resourcesCommunity building thnuigh social and cultural eventsTracking academic performance and referring students for academic ser:es

Scope Thirty-nine and forty-two active student participants in 1991-92 and 1992-93.respectively

Target Population

SAN DIEGO STATE UNIVERSITY

Goals Identify why so few students pursue a teaching credential; address identifiedbarriers and move potential teachers successfully through their undergradu-ate studies and the c- 'dential progrom

Target Population Any Latino from the following groups interested in becoming a teacher:Freshmen at SI)St.Freshmen at communi(y collegesjuniors at .,1)til* who transferred from a community collegeGraduates who did not continue for a teaching credential

Key Components Study and support groupsOXLE (Future Hispanic Teacher Club)Advising on the program and certificationPreparation for examinations

Scope Twenty-four active student participants in 1991-92 and twenty in 1992-93

SOUTHWEST TEXAS STATE UNIVERSITY

Goals Tap an alternative pool of teacher candidates and create a learning commu-nity in which undergraduates gain reality-based experience and teacheraides gain the opportunity to become certified

Any person from the following groups interested in becoming a teacher:Junior or senior minority students in the teacher education programTeacher aides in the public school district who are interested in attendingcollege and becoming teachers

Target Population

Key Components Held-based classroom experience for students in teacher educationRelease time fr()m work and financial assistance for teacher aides tcditend classesWeekly proiect semMars and support groupssocial events

Scope Ten undergraduates and ten teacher aides in 1991-92 and in 1992-93

UNIVERSITY OF TEXAS AT EL PASO

Goals Increase the pool of high school students entering the university in generaland the School of Education in particular and support students already in theAlternative Certification Program

Target Population Any person interested in or actually teaching bilingual education fitting intoone of the following groups:

Participants in an Alternative Certification Program (persons with abachelor's degree who want to change careers)Iligh sclmol students interested in attending l'TEPPublic school teachers in El Paso and Juarez

Key Components I 'se of the Teacher 1.earning Community Center for studying, meetings,and workshopsAid in preparing for examinationsHigh school student recruitment and parental involvementCommunity outreach comprised of cultural and educational exchangebetween El Paso and.luarez teachers

Scope Twenty-four and eleven active participants who were enrolled in theAlternative Certification Program in 1991-92 and 1992-93, respectively, fortyhigh school students, and 150 teachers l'rom Juarez

Participant Characteristics" cli,

CSUSB SDSU SWT UTEP

haract(nut 1991-92 1902-0i 1991-92 In2 i 1991-92 I"02-04 1991-92 l'N2-01

GenJer %tale 25.6 262 25.0 It) 0 10.0 20 0 50.0 15 5

1 (-malt. 74.4 8 75.0 90 0 90.0 rto 0 50.0 5.1 5

A. (in years) Ih-21 43.6 33 3 45.8 -111 0 30.0 40 0 8.3 0 I2' - ill 28.2 .in s 29.2 to 0 45.0 31) 0 33.3 r 341 r 01( ler 28.2 21) 2 25.0 20 0 25.0 30 0 58.4 63.6

\ tte Ita nut. 17-51 19-- i 19-33 10- t3 20-47 21.-10 24-55 ' 20-52

Ethnicity Lffint, 92.2 9114 95.8 1410 90.0 :,0 0 91.7 00.9

Mncan Ault-man 2.6 18 - 10.0 20 0

\ aim. Ament an 2.6 18 - - - -l'a ut a shin 2.6 4.2 - - 8.3 9 I

I rata are etithatert I rt Ill stint.% re,httnw. IN/111 pvr t. emu tit the pant( ipant,

CAI.IFORNiA STATE. UNIVERSITY,

SAN BERTINO

The California State University, San Ilernartlino

(CSUSII) campus is located 60 miles east of Los

Angeles. The campus serves two counties, Riverside

and San Bernardino, which cover 27,400 square

miles and ars prolected to grow 4 percent a year

through 2000. Total enro2ment is approxknately

13,000 students; 63 percent aro enrolled full time

and over 16 percent are Latinos. Overall, approxi-

mately one-quarter of the student body drops out of

school each year.

The School of Education has 70 full-time faculty: eight

Latinos, four African Americans, and one Japanese.

In addition, sight Latinos teach and supervise student

teachers as parr-time faculty. Three academic depart-

ments are affiliated with the School of Education:

elementary and bilingual education, secondary and

vocational education, and advanced studies. .

The CSUSIII teacher education prowram prepares

teachers to serve in lichools with km* numbers of

Latino pupils. In Son Bensardino County, 255,000

students were enrolled in kindergarten through the

twelfth grade in 1989, and this is expected to reach

350,000 students in,1,995. The county's thirty-Three

school districts ernpiay.abaui 12,500 teachers. In

San Sernardino and Riverside counties, respectively,

only 1.0 and 1.5'percent of all teachers are certified

as bilingual. In contrast, 28 percent of the enroll-

ment is Latino and 410 Percent is minority. The num-

ber of students with limited English proficiency,

most of whom are Latinos, has doubled in the past

eight years.

I

CSUSB LEARNING COMMUNITY

Goals

Recognizing the need to train more Latinos to he teach-

ers. particularly bilingual, bicultural teachers. CSI.'513

sought to support prospective teachers using services

available throughout the university as well as new ser-

vices offered through a learning community center in the

School of Education. Among the goals was attracting stu-

dents to the teacher education program and helping

underrepresented students succeec: Ind remain in the

program by eliminating the social and academic harriers

to their success.

Target Population

The CSUSB Learning Community target population con-

sisted of students belonging to an underrepresented eth-

nic group. particularly Latinos. who expressed an intent

to pursue a teaching credential.

Key Components

The project's first task was to identify, with the help of

the Admissions Office, the Office of Undergraduate

Studies, and the Center for Educational Equity. prospec-

tive teachers among Latinos and other minorities

enrolled at the university and to catalog the existing net-

ork of support services. The second task

\\ as to conceptualize and begin to imple-

ment a learning community center within

the School of Education.

The Learning Community Center provided

orientation, academic support, and referrals

to institutional resources and services.

Orientation included information on scheduling, registration. and program

requirements: academic support included monitoring the progress of particu-

lar students, preparing them for examinations, and making rooms available

for group study. Referrals included facilitating access to outreach and recruit-

ment services offered througn. fm example. Upward Bound, Cal SOAP, and

the Future Teacher Club: transfer and transition services offered through the

Transfer Center and the Summer Transition and Enrichment Program; and

tutoring and student services offered through the Faculty Student Mentoring

Program. Student Assistance in Learning, Financial Aid and Equal

>pportunity Program. and the School of Education Learning Center. The

School of Education Learning Center. for example. offered free tutoring for

many undergraduate courses, writing assistance at all levels, administration

of tests for self-paced courses, computer training, English as a Second

Language assistance, information on study skills, and listening facilities for

taped lectures.

The cornerstone of the Learning Community Center was a system of peer

mentoring, or -chain mentoring," in which a student mentor, with the advice

of a faculty mentor. provided a student on an earlier step of the career ladder

14

Close collaboration between

prohct directors and university

administrators is key to

successful implementation of

horning commurity programs.

Pw mantoring created a

HMSO of community among

program participants.

with career counseling, advice on credentialing, and culturally relevant per-

sonal counseling. With twenty students participating actively in the program

and five peer counselors hired in 1991-92. the ratio of students to mentors was

.C:1. The second year. more mentors were hired. Practicing teachers in the

schools. student teachers. undergraduate students, and even high school mem-

bers of the Future Teacher Club were encouraged to participate in this system

of support. As a resource center and meeting place, the Learning Community

Center also sought to build a sense of community and mutual support through

social and cultural events. such as the Cinco de Mayo celebration.

Most Successful Components

SETTING CP a system to identify and track potential teachers was a major

undertaking that promises to improve the school's ability to recruit students

into the School of Education and to measure their progress and success once

they arc in the program; it also promises to improve monitoring so that

students can get help when they first encounter problems, not after they

have failed.

THE EFFORT to clevie and implement a system (if peer

mentoring and referrals put into prlctice the concept ot a

learning community that alleviates sodal and cultural Isola-

t ion, strengthens academic skills, and promotes a sense of

k.ommunity among students

ONCE ESTABLISHED, the system successfully recruited partici-

pants who served as peer mentors, group leaders. and par-

ticipants.

Areas for Future Development

REGULAR, STABLE support tor the center wtil minimize dis-

ruptions in the program and enhance the center's use as a

gathering place for students.

IMPROVED SCHEDULLNG coordination should enhance the

involvement both of faculty and mentors who are already

overburdened with responsibilities, and of students who

cannot always attend wc :kshops and cultural events

because of other commitments.

CONNECTIONS BETWEEN Lndergraduate Studies and the

School of Education should be strengthened so that

prospective students who have not yet declared an interest

in teaching can be identified and, possibly. recruited for

the teacher preparation program.

16

WHAT STUDENTS SAID THEY UKED BEST

Meeting other students with similar back-

grounds and interests and feeling connected

with a community.

Receiving assistance in meeting deadlines for

financial aid, registering for tests, and other

acesdemk support.

Planning and attending social activities.

FUTURE OF ME PROJECT

Following a concerted effort to enlist the sup-

port of the university's administration, the

peer mentoring system and other compo-

nents of this project will be incorporated into

existing programs that operate under the

umbrella of the Center for Educational Equity.

San Diego State University (SDSU) is located in a

diverse metropolitan center 25 miles from the U.S.

border with Mexico. Serving a population of over 2

minion people, 27 percent of wi.orn are Lafinos, the

university takes advantage of the array of social,

cultural, scientific, and technical resources of the

region to enhance its programs and research.

Primarily a commuter Achool, SDSU has an enroll-

ment of about 33,000 students, the approximate

equivalent of 2,000 full-time studonts. Students typi-

cally take fewer than 15 units a semester. During the

1991 fall semester, 6 percent of the students identi-

fied themselves as Chicano or Mexican American, an

increase of almost 6 percent from the 1987 fall

semester. Approximately 2,000 student are

enrolled in liberal studies (the major for elementary

teachers) and another 2,000 in 19 majors that sup-

port the preparation of secondary teachers. Despite

these large numbers, few students pursue their

teaching credential. Each year approximately 30

percent of the students drop out.

The College of Education employs 115 professors

including three African Americans, sixteen Latinos,

four Asians, and one Indian. In 1991-92, 45 Latinos

were enrolled in the preservice credential programs,

and 20 in the master's program.

Latinos at SDSU tend to be older than other students;

many have demanding family and work responsibil-

ities. Virtually all-95 pertent--transferred from

community colleges in the area.

SDSU LEARNING COMMIINITY

Goals

The first goal of the SIDSU Learnin: :Ommunity project

was to understand why more Latinos are not pursuing a

teaching credential. The second goal was to address the

barriers and move more potential teachers successfully

through their undergraduate studies and the credential

program. The major components of the program sought

to help students appreciate collaborative work and study

and to communicate the complex nature of contempo-

rary teaching through field experiences. As for all of the

learning community projects. the ultimate goal was to

produce more Latino teachers.

Target Populntion

The target population consisted of Latino freshmen and

transfer students from community colleges who had

expressed an interest in teaching as well as college grad-

uates who had studied to be teachers hut had not

enrolled in the credential program. Freshmen in commu-

nity colleges were targeted for future recruitment.

Key Components

The first year, the program identified and contacted 2,346

students enrolled in feeder community colleges and

2,319 students enrolled in SDSU (including 197 Latinos

1 7

Fa

intending to become bilingual teachers). These students received an infor-

mation packet about their major. which included tips for successfully com-

pleting the program and information on financial aid. loreover. and key to

he develc)pment of the project. SDSU graduates were contacted and asked

why they had not entered the credential

program. Their answers helped focus the

second-year efforts to establish a learning

community.

The most common reasons given for not

seeking a credential were financial diffi-

culties. family problems. and inahility to

pass the CBEST. In fact, these students

differed from traditional students in many

ways: tremendous demands are placed on their time and energy: most are

first-generation college students who are daunted by paperwork and fearful

of asking questions: they are often intimidated by professors. particularly

non-Latinos. and are reluctant to approach them (yet many feel that a per-

sonal relation is essential to being evaluated fairly): they process information

well when it is presented verbally as well as in writing; and they need assis-

tance to meet deadlines and other requirements.

Once these characteristics were identified. the program began to design

ways to eliminate the barriers they implied. Evening classes were offered so

students would not have to choose between work and the credential pro-

gram: a pilot internship was established within six school districts so that

students could work as substitute teachers while pursuing thei.; credential:

and workshops were offered to prepare students who failed the CI3EST on

their first try.

ett

I s

Learning communities help

Latino studectts adjust to the

rigors of calve and

university demands by

providing orientation

workshops, academic

mentoring, and study skills

seminars.

k

Learning communities create

opportunities for students to

develop peer support

networks as well as a swat

of brooder participation in

college life.

The second N;ear, twenty students were selected to participate in a learning

community. study groups set up and coordinated by student group leackrs

inet for three to live hours a week. Students shared information. discussed

and helped each other complete course work. provided social support for

school and personal difficulties. prepared for examinations. and shared com-

puter and other academic resources. They evaluated the faculty's quality of

teaching and helpfulness to Latino students and discussed current events.

1 ortersgwasmreci

r

such as the Los Angeles riots. They were encouraged to take

classes together.

In addition to these weekly meetings, each month, guest

speakers shared personal experiences about teaching and

teaching techniques. Films with culturally relevant content

broadened the participants' experiences and awareness of

issues affecting them as Latinos. Social events, both planned

and spontaneous. served to build a sense of community.

Most mentoring and advising were conducted by the project

director and project assistant. Every week an information

session was held to discuss questions about requirements, testing, ano other

issues of concern. The project director also counseled students individually.

Workshops were conducted on specific topics such as completing a portfo-

lio, word processing for academic work, children's literature and.music. and

Spanish. Group leaders and participants received a modest stipend, and the

project paid for the CBEST. A future teachers club for Latinos. OXLE, was

established to continue and expand on the work of the project.

Most Successful Components

THE PROGRAM successfully identified the reasons why stu-

dents were not completing the credential program and then

designed and implemented a program to address them.

A POSITIVE sense of communityboth with one another

and with the field of teachingwas created among stu-

dents. especially through OXLE; students participating in

the program felt less isolated than they had before and felt

more connected with the field of teaching.

PROVIDING STUDENTS with information about the credential

program helped them meet deadlines and satisfy require-

ments.

Areas for Future Development

A LARGER, permanent facility for the learning center and

improved access to parking will increase students use of

the center and encourage them to.attend meetings.

SPECIAL EFFORTS will counteract the reasons students cite for

not using academic support services on campus, i.e.. lack

of time, fear of looking stupirl rumors of had experiences

with tutors.

STREAMLINED REGISTRATION will enable students to take

classes together as a cluster (the current computerized

precluoes this approach.)

TRANSFER RATES of students from community colleges will

increase.

20

WHAT STUDENIS SAID rEET laitti Mar

The sense of community, whkh fostered a

feeling of trust, and opportunities to talicln a

safe swing about culturally sonsitivo.

Study groups and student suppo

encouraged students in their studiee

cited a strong bond among them.

: Vtai,wWorkshops and help preparing for therjiiST.

Information and support provided byth

staff, especially on filling out forms andtn.ig

fulfilling requirements.

Being part of on organization within **-

university; pride in being part of the prefect.

-I

FUTURE OF ME PROJECT

Moat of the program partkipants ors_aipect-'

eel to complete the requirements

bacheler's degree and then c4;;;;H4'norgia:

the credential program. Membirsof0191.

with continuing advice from the projeceiltrac-.

tor, intend to incorporate the principleeof the

learning community into club activities.

. "

Southwest Texas State University (SWT) is located in

San Marcos, Texas, about half an hour's drive from

the state capital, Austin. The seventh largest institu-

tion of higher learning in Texas, SWT is a molar

regional, comprehensive university with an enroll-

ment of mom than 20,800 students, 16 percent of

whom are Latino. Enrollment in the School of

Education represents about 15 percent of total en-

rollment. Overall, about 30 porceo of students grad-

uate within six years of enrolling as freshmen.

In 1992-93, 11 percent of the approximately 1,100

full-time administrators, faculty, and professional

staff were from ethnic minorities compared with 9

percent in the School of Education.

SWT encompasses a grach.ate school, a scollop of

general studies, seven undergraduate schools, and

thirty instructional departments offering a wide

range of bacildor's and muster's degrees. Many

degrees include teacher certification.

The San Marcos Consolidated Independent School

District serves 6,500 children, 60 percent of whom

are Latinos. Although the share of Latino teachers is

higher than that of many areas, it is still less than 20

percent. The district also employs forty teacher aides.

SWT

SWT LEARNING COMMUNITY: PROJECT EDIT

Goals

SWT's Learning Community project. named the

Enhancing Diversity in Teaching Project (EDIT), sought

to tap an alternative pool of teacher candidates and cre-

ate a learning community in which undergraduates

gained reality-based experience in the schools and

teacher aides gained the opportunity u ) become certified

teachers. Its principal strategy was to provide support

and assistance so that promising minority students would

have a better chance of completing the teacher educa-

tion program.

Target Population

The target population consisted of minority juniors and

seniors enrolled in teacher education and teacher aides

working in the San Marcos Consolidated Independent

School District.

Key Components

EDIT created a learning community that included teacher

aides and undergraduate students. Ten teacher aides

employed by the school district and interested in becom-

ing certified teachers had their tuition and fees paid for

21

up to sp: hours of classes each semester and received up to six hours of

release time to attend classes leading to certification. Other aides participated

in activities but did not receive financial assistance or release time. Nlost of

:hese persons were in their freshman or sophomore year of college.

In additkm. ten teacher education

students, most of whom were

juniors or seniors. received a S500

stipend each semester. Others par-

ticipated in some activities hut did

not receive stipends.

The basis of EDIT was the buddy

system in which ten undergraduates

were paired with ten teacher aides.

For six hours each week, the aide

attended classes at SWT, while the teacher education student worked in the

aide's classroom. This exchange gave students the opportunity to gain class-

room experience, allowed the aide to attend college, and minimized the dis-

ruption of the classroom's daily routine.

Each week, participants attended a 90-minute seminar led by an outside

facilitator. Topics included enhancing academic success, getting the first

teaching assignment. applying for financial aid. managing stress, and balanc-

ing the demands of family and career.

2 2

feet

"ligation ii In

actual claureerni incwide

professional awareness and

enhanced aisition of&swoon realidie.

'lb strengthen the relationship between students and lac-

ulty. five social events were held each vear. These were

organized hy the participants in conjunction with the

project coordinators.

Two profcssors from the university and two teachers

from the school district served as faculty mentors to the

project. They maintained ongoing. informal contact with

the participants. planned and delivered two of the week-

ly project seminars each semester, attended all social

events, and accompanied participants to one profession-

al conference each year.

EDIT helped students tap into a support network that

increasing student familiarity was a source of job opportunities and other services. It also provided a

with technological advancesforum in which they could discuss educational issues with students who

used in today's classrooms

was a salient feature of the shared their interests.EDIT prokt.

Most Successful Components

THE BUDDY system gave aides the resources and time they needed to begin

college and undergraduates the classroom experience they needed to be

successful teachers.

IMPROVING THE collaboration among the university, school districts, and the

community helped the university identify a nontraditional pool of prospec-

tive teachers and enhanced its ability to recruit minority teachers responsive

to the community's needs.

FINANCIAL ASSISTANCE and help with paperwork successfully recruited aides

who would otherwise not have considered attending college.

23

Areas for Development

BECWSF INSTRUCTIONAL aides were renictant to commit

themselves to 1,re program for fear of change, pressures of

i me and responsibilities, lack of support from their family,

and logistical problems with parking and scheduling, recruit-

ment and retention of this target group will be enhanced.

EFFORTS SHOULD be made to counteract the reluctance of

students to use academic support services on campus

because they are pressed for time, have scheduling prob-

lems, or are afraid of kmking stupid.

EXPANDING THE faculty mentonng system and making it

more responsive to the needs of nontraditional students

will improve work with this group.

A PERMANENT learning center facility should be provided for

studying, holding meetings, storing refr-7ence materials.

and encouraging aides and students to mix.

24"

WHAT STUDENTS AND AIDES SAID

THEY LIKED BEST

Notworking with other students with simi-

lar backgrounds.

°Real world" classroom experience, whkh

was considered invaluable to them as

prospective teachers and gave them an

edge over other candidates.

The accessibility and helpfulness of the pro-

ject staff

Financial auistance and release time from

classroom assignments, especially for aides.

Assistance with tin bureaucracy of the insti-

tution, such as fulfilling prerequisitu and

completing registration.

FuTCRE OF THE PROJECT

EDIT will continuo under the LIU Program,

whkh is funded by a Texas Education

Agency grant to maintain a professional

development center.

UNIVERSITY 012 TEXAS

PASO

The University of Texas at El Paso (UTEP) is located ln

Hie largest bilingual metropolitan (nearly 2 million

people) along the border between the United States

and Mexico. Comprised of six colleges and a

Graduate School, UTEP offers sixty-eight baccalaure-

ate degree options, dozens of master's degrees, and

several doctoral degree options. Overall, UTEP

employs 748 faculty members, 19 percent of whom

were Latino in the fall of 1992; in the College of

Education, 26 percent are Latino. Of UTEP's 17,000

students, 60 percent are Latino, with another 1,000s

students from Mexico, who cross the border daily to

attend the University. UTEP enrolls one-eighth of all

Mexican national students studying in the United

States.

UTEP graduates about 500 teachers per year to

serve the local school districts. Nearly 80 percent of

all teachers in the region are UTEP graduates.

Because 60 percent of these graduates are Latino,

UTEP is becoming a center for innovation and profes-

sional development of Latino teachers who car work

in a bilingual, bicullwal setting. Its graduates are

recruited from school districts ail over the countiy.

-111111111

ill IC

UTEP LEARNING COMMUNITY

Goals

The l'TEP pn)gram emphasized recruitment of Latinos to

the teaching profession. I. sought to increase the

pool of high school students entering the university in

general and the school of education in particular as well

as to support students already in the university's

Alternative '.:ertificatum Pr( igram.

Target Population

A group of twenty Latinos majoring in bilingual educa-

tion ard enrolled in the 1991-92 Alternative Certification

Program (ACP) were the key participants for the first

year of the project: after that, the scope was broadened

and refocused to include high school seniors and bina-

tional teachers from El Paso and Ciudad Juarez.

Key Components

The Teacher Learning Community Center was located in

the College of Education and designed specifically for

group activities and informal, daily use. The facility was

refurbished and nc.v contains lockers, a desk station for

the room coordinator and tutors, and bookcases, tables,

and chairs for groups and individuals to use.

2 5

The first year of the program focused on students

enrolled in the Alternative Certification Pmgram.

Twenty majors in bilingual education attended work-

shops cm special topics. such as preparation for

ExCET, were assigned faculty mentors on campus

and teacher mentors in public schools, and benefited

from the array of counseling and career support ser-

vices offered through the Teacher Learning

Community Center and other student affairs offices. Services included leader-

ship development. career planning. financial aid advising, counseling and

peer-support sessions. Encouraged to become involved in professional net-

works. participants attended the first meeting of the Sotithwest Association

for Bilingual Educators and the annual meeting of the National Association

for Bilingual Educatkm.

This intensive support was highly successful:all twenty participants com-

pleted the programbut was found to duplicate services already offered on

campus. Therefore, in the second year. the project continued to offer limited

support to ACP students but redirected its efforts to recruiting high school

students and building a learning community between teachers in El Paso

and Ciudad Juarez.

The UTEP project also emphasized recruitment. The effort to recruit high

school students included holding a student and parent workshop three times

a year to promote teaching as a career and answer any questions about col-

lege, helping students fill out application and financial aid forms, disseminat-

ing information on college life and services, and offering follow-up and sup-

port (including academic assistance, clustering of students, arid community-

26

Well-pkmned, contitwal recruit-

mem efforts bring More Latino

teachers into the teacher *du .

cation proceu. Here, a high-

school senior and his father

participate together in a learn-

ing community workshop.

building activities) once new students arrived on campus. Because many 'of

these prospective teachers are the first members of their family to attend col-

lege. keeping parents involved and informed was key to the recruitment

effort. In 1992-93. fc..ty high school students attended these sessions, and

twenty-eight of them enrolled in l'TEP for the fall semester of 1993-9.

Building on the region's bicultural heritage and UTEP's strong relations with

Mexico. the Teacher Learning Community Center also sought to build a

learning community of teachers from both sides of the border. The center

Teachers from El Paso and

Juarez work together to share

international understandings

in education.

trained 150 teachers in cooperative learning

skills and methodok)gv, promoted collabora-

tion and sharing of resources, sponsored cul-

tural exchange programs. and organized a

binational conference on cooperative learning.

One outcome of the project was the increased

awareness at all levels within the university of

the need to recruit and retain Latino students. This led to establishing and

strengthening ties between the university and groups such as the El Paso

Collaborative for Academic Excellence, the public school districts, and

Judrez's Technical Institute. It also strengthened ties within the university

among the College of Education. Tutoring and Learning Center, Student

Affaits, and the Center for Inter-American and Border Studies.

As a result of' this program. UTEP is seen as an innovator in the movement to

employ new methods of recruiting and retaining minority students, as well as

a leader in new teacher education methods.

Most Successful Components

THE TEACHER Learning Community Center facility created a

gathering place for students and gave them a sense of

ownership and community. The center was also a conve-

nient location for conducting the project s many activities

and workshops.

INVOLVING PARENTS in the high school recruitment program

demonstrated that family support and understanding deter-

mine the success or failure of many Latino students.

TRAINING SESSIONS for Juarez teachers increased their confi-

dence and promoted the concept of cooperative learning

in Mexico. which supplies such a large share of UTEP's

student body.

Areas for Future Development

MAKING THE program itself a formal and permanent part of

the university will avoid the shifting of priorities and

changes in personnel that could limit its impact.

IMPROVED SCHEDULING will provide more opportunities for

students and mentors to meet and expansion of the men-

toring component itself.

PROVIDING INCENTIVES for Latino faculty in the College of

Education to participate, perhaps by freeing them from

other responsibilities that take up so much of their time,

will increase interactions among Latino faculty and students.

28

'IVHAT STUDENT AND

PARTICIPANTS SAID THEY;

Students appreciated the

dolly those related to corn mission

and financial aid forms, whiatlhey felt

were daunting.

Students appreciated receivierimoni.,:l.,.,sup-

port that decreased their frieilei*Iselation

and conneded them with the ffeidei

Up*"

teacher education.

Students said that they were motivated by

hearing speakers such as the president of

UTEP and the dean of educatioe;4o made

them feel important, and by having some-

one share their experiences with *sm.

The bi-national twchers felt they benefited

from teaming and sharing tho krtestleach-

ing technologies, which ma& ih4e;M-feel

like "Pioneers of the Frontiert, a boost to

their confidence in their teaching.;._

-

The bi-national teachers enjoyoticollaborat-

ing with teachers on the other Adir-of the

border and practicing their language skills.

FTJTURE OF THE PROJECT.1NO

Specific plans to continue and expand three

kay areas of the UTEP Learning Communities

program are now being implemented.

Additional ectivities for high 'scheel recruit-

ment are in place; more sessions and topics

for bi-national training have been confirmed.

CONCLUSIONS AND

RECOMMENDATIONS

Participants at all four sites were surveyed twice and interviewed once during the program. They were

asked how the program influenced their educational experience and which elements they considered

to be the most and least successful. The overwhelming consensus was that these programs were suc-

cessful because they relieved their sense of isolatkm from one another, from the university, and even

from the profession of teaching; helped them man:',ge the bureaucracy and complete the requisite

forms and class requirements: increased their satisfaction by increasing their level of responsibility: and

improved their study skills. The success of each program seemed to he due. in large part. to the talents

and energy of the persons in charge rather than to the steady commitment of the sponsoring institu-

tion. In fact. weak institutional commitment and support were often a barrier to imPlementation.

The least successful components included the difficulty of convincing swdents to use the resources

available. particularly tutoring services (the exception was CSUSB, which used peer mentors as tutors);

the lack of faculty involvement and the inability of faculty. even Latino faculty, to offer support rele-

vant to the needs of nontraditional students; and the difficulty of scheduling activities, including men-

toring, so that both faculty and students could attend. Practical problems such as lack of space for a

center. difficulties finding parking. and conflicting schedules for work and study discouraged a surpris-

ing number of students from participating fully.

These qualitative observations indicate how students responded to the program in the short run. They

do not indicate whether the long-term objectives of improving recruitment and retention or institution-

alizing the program were achieved. The time horizon was too short for such an evaluation. since a pro-

gram that was implemented for only two years will not follow students through ,-,raduation and into

the classroom. The responses are encouraging, however, and each university has agreed to incorporate

the approach into existing programs in one way or another.

The f011oll'ing reCOMmendations are intended jOr univercity seeking to the concept of a learn-

ing community to improve the pegOrmance of nontraditional students.

INSTITUTIONS COMMITTED to increasing the recruitment and retention of Latinos in their teacher educa-

tion programs should begin to collect and distribute information on their success rate: at present, infor-

mation On minorities in teacher education programs and in universities as a whole is sorely lacking and

prevents the impact of programs such as the learning community from being evaluated quantitatively.

A FORMAL or informal needs assessment should always be conducted to determine where money and

effort would be best spent; this is particularly true in programs targeting nontraditional students, whose

needs are often different from those of traditional students and whose experiences making the

transition from a community college to a four-vear university are poorly understood.

INCENTWES MUST be devised to encourage faculty to become mentors and active participants in a learn-

ing community: offering release time from other responsibilities is one approach. as is training them to

recognize and address the needs of nontraditional students.

COORDINATION THROUGHOUT the university or college administrative and academic offices is needed to

prevent duplication of effort and waste of resources.

INVOLVING FAittruesespecially spouses or parentsis an essential ingredient of success; lack of famil-

ial support sabotages the desire of many Latino students to complete their education: family and

community outreach can begin to counteract the lack of respect for teaching as a career that limits a

Nchoors ability to recruit potential teachers.

IONG-TERM, LNSTITIJTIONAL commitment in the form of financing, infrastructure, and cooperation is

required of the college or university at all levels: a permanent space is crucial because scheduling can

be a serious problem.

TRUSTEES OFTHE Tom As RIVERA CENTER

Chair

SOLOMON D. TRUJILLO

US WEST Marketing Resources

Toms A. ARCINIEGA

California State University.

Bakersfield

KATHLEEN J. BURICE

Bank of Amenca

RONALD K. CALGAARD

Trinity Unit.ersity

ADELFA B. CALLEJO

Callejo & Callejo

JED CONNELLY

Nissan Motor Cbrporation

in U.S.A.

ROBERT W. DECHERD

A H. Belo Corporation

ALFREDO G. DE LOS SANTOS JR.

Maricopa Community

Colleges

PATRICIA DIAZ DENNIS

Sullivan & Cromwell

ROBERT F. EBBuRu

"nines Mirror

LEE K. HARRINGTON

Southern California Gas

Company

HECTOR HOLGUIN

Accugraph Corporation

IGNACIO E. LOZANO, J.

La Opinion

JOHN D. MAGUIRE

Claremont University Center

and Graduate School

BEN B. McANDREW, III

Cureton & Company

CHAREEs MIDLER

Houston. Texas

HARRY P. PACHON

President

The Tomas Rivera Center

BEAnuz RIVERA

Infiniti of Albuquerque

MARIA ELENA M. TORRAINA

Hearst Cotporation

WrinAm J. TURENNE

Eli Lilly and Company

GILBERT R. VASQUEZ

Gllben Vasquez and

Cotnpany

DANIEL L. VILLANUEVA

KPLS AM 830 LA VOZ

Lam TRUSTEES

HErow G. CISNEROS

Secretaty

U.S. Department of Housing

and Urban Development

MARI-LUCI JARAMILLO

Deputy Assistant Secretary

t'.S. Department of Defense

CONCEPCION G. RIVERA

Riverside. California

THE TOMAS RIVERA CENTER

The Tomas Rivera Center t TRC) is a national institute for policy studies

dedicated to promoting the well-heing of the nation's Latino population

through the improvement of policies and programs. The TRC addresses poli-

cies and programs to improve the quality of education, employment, and

human services available to Latinos. to create better economic opportunities for

the Latino community, and to increase Latino participation in the governance

of American institutions. Toward this end, the Center addresses national issues

affecting Latinos and gives national voice to their concerns.

The TRC began operating in 1985 as an affiliate of The Claremont Graduate

School. Claremont, California. with the support of the Carnegie Corporation

of New York, The William and Flora Hewlett Founda-tion, The James Irvine

Foundation, and The Times Mirror Foundation. In 1988, an office was estab-

lished at Trinity IThiversity, San Antonio. Texas, with the assistance of The

Rockefeller Foundation and the United Services Automobile Association (USAA).

The Tomas Rivera Center is dedicated to the memory of

one of its founders, the late Tomas Rivera (1935-1984),

distinguished educator, prizewinning writer, and at the

time of his death, chancellor of the University of

California. Riverside.

32

THE TOMAS RIVERA CENTERA National Institute for Policy Studies

710 North College AvenueClaremont, California 91711

909.625.6607

715 Stadium DriveSan Antonio, Texas 78212

210.736.8376

33